The relationship between dogmatism and the preference for certain teaching styles, both in terms of attitudes and teaching activities seen as gratifying, was examined for a group of ninety-five elementary education students. Separate discriminant analyses were conducted contrasting the more dogmatic students with the less dogmatic in terms of both attitudes and gratification. The more dogmatic students were found to have significantly greater attitudinal preferences for the orderly, dependent, exhibitionistic, and dominant teaching styles. However, no difference was found between the groups in terms of activities seen as gratifying, a possible explanation for which might be that in education courses college teachers may make suggestions about practice which the more dogmatic student may accept from authority, while fundamental attitudes as the trait level remain unaffected. (Author/MJB)